Mother Tongue Based-

Multilingual Education
(MTB-MLE)
in the Philippines

Dr. Dina S. Ocampo

Undersecretary for Curriculum and Instruction
Department of Education

March 2, 2017
2015 TOTAL NUMBER OF
SCHOOLS

47,351
PUBLIC SCHOOLS

225
INTEGRATED SCHOOLS

8,506
SECONDARY SCHOOLS
2015 TOTAL NUMBER OF
SCHOOLS

225
INTEGRATED SCHOOLS
 Kindergarten to 3 Cohort Survival Data

175.00%

140.00%

105.00%

70.00%

35.00%

0.00%
GRADE 1 GRADE 2 GRADE 3
SY 2013-2014 SY 2014-2015 SY 2015-2016
4
5
Challenges
and
Solutions
Challenges to Educational Justice and Early Reading
How Did Government
Respond?
CURRICULUM POLICY
 The Kindergarten Education Act of 2011
(RA 10157)

Section 5. Medium of Instruction

The State shall hereby adopt the mother

tongue-based multilingual education (MTB-
MLE) method. The mother tongue of the
learner shall be the primary medium of
instruction for teaching and learning in the
kindergarten level.
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Literacy is a goal.

1. All children should be

literate in the mother
tongues by the end of
Grade 1.
2. All children should be
literate in Filipino by
the end of Grade 2.
3. All children should be
literate in English by
the end of Grade 3.
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 Multilingual Education Program

1. The child’s local language or mother tongue

is used as the foundational language of
education.
2. Children learn oral language in Filipino and
English while they learn literacy in their
dominant language.
3. Language mapping through the Learner
Information System
 TEACHER
DEVELOPMENT

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Top-Down or Cascade Training Design
ning of Trainers; Cascaded Training; Echo Train

Where should the mountain be so the sound will bounce off?

 Learning Action Cells
(DepEd Order No. 35 s. 2016)

Definition

A group of teachers/school heads/supervisors who

engage in collaborative learning sessions to solve
shared challenges encountered in the school/district.

Aim

To continuously improve the knowledge, attitudes,

and competencies of teachers in terms of curriculum,
instruction, and assessment.
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Learning Action Cell Theoretical Framework

Improved
Community of teacher’s content
practice with knowledge,
collaborative Student learning
pedagogical
planning, and holistic
skills, assessment
problem-solving, development
strategies, and
and action- professional
implementation ethics

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DEPARTMENT OF EDUCATION
School-based learning Action Cell = The Mountain
 LEARNING
MATERIALS

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 Orthography Development

1. Working orthographies of
19 languages were made
as DepEd worked in
partnership with the
Komisyon sa Wikang
Filipino (KWF)
2. Working orthographies of
other languages are
developed with the
assistance of NGOs like
Summer Institute of
Linguistics (SIL)
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Mother Tongue-Based Multilingual Education
Learner’s Materials
ASSESSMENT

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 Grade 3 2015 National Performance
per Mother Tongue

Mean
Akeanon N
13,395
Percentage
Bikol 40,996 62.26
Score
Botolan Sambal 811 59.43
Chavacano 24,338 53.66
English 2,340,691 57.78
Hiligaynon 158,718 63.77
Ibanag 3,754 68.60
Ilokano 128,159 55.71
Ivatan 432 72.70
Kapampangan 49,225 69.56
Kinaray-a 40,671 71.88
Maguindanaon 27,473 69.72
Maranao 31,003 69.16
Pangasinan 34,648 71.90
Sinugbuanong Binisaya 658,637 62.13
Surigaonon 14,808 68.19
Tagalog 2,340,691 84.67
Tausug 23,513 70.18
Waray 63,266 58.82
Yakan 4,492 78.59
70.09
0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00 90.00
 The MTB-MLE program is taking root.
80.
70.2
62.6 63.0
57.8 59.2
60. 54.9 63.8
61.8 60.2
57.8 59.1
55.8

40.

20.

0.
SY 2009-2010 SY 2010-2011 SY 2011-2012 SY 2012-2013 SY 2013-2014 SY 2014-2015
LAPG
English Filipino

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How do we strengthen ECD?

We need to do the research!

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 Enhancing Access to Quality Education Services for Young
Children in Poor Communities in the Philippines (2013-2015)

1. Silid Pangarap – child health, growth, development and

learning outcomes

2. Gabay Guro – teacher training; assessment of the

quality of the learning environment

3. Aruga – parent education, support for supplementary

feeding, livelihood

16, 020 children

60 beneficiary schools from the Bicol Region, Negros
Occidental and Negros Oriental.
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 Measures

1.Philippine Early Childhood Development (ECD)

Checklist

2.School Readiness Year-end Assessment (SReYA)

3.Developmental Assessment Sheet for Literacy and

Math Form (DA-LM)

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 Health and Nutrition

Child Health, Growth and Development

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 Learning Outcomes
Baseline
Baseline results ( 2014) showed beginning
reading skills in the mother tongue to be
limited.
• 10-25% of the surveyed learners could not
identify a single letter sound correctly.
Instead of saying the sound, they were
saying the letter name.
• In reading fluency, many children still
cannot read a single one- or two- syllable
word correctly
• Comprehension skills were also weak and
between 8% and 38% of the learners
cannot read a single word of a short story
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Results
For SY 2014-2015, 93% of children
assessed for SReYA items on
vocabulary and comprehension
responded correctly.
The results for DA-LM on letter-
sound identification are as follows:
•90-100% of children assessed
could identify 17 letter sounds
•97% can identify at least 80% of
upper and lowercase letters
Impact Evaluation Study from 2013-2015
Enhancing Access to Quality Education Services for Young
Children in Poor Communities in the Philippines

Learning Outcomes

The most significant finding is: by the end of

kindergarten year, all children who attended
kindergarten classes in the beneficiary schools
learned many or almost all of the expected literacy,
mathematics and thinking skills.

These enable learners to adjust easily to Grade 1.

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 K to 12 Monitoring and Evaluation
Framework
GOAL
All Filipinos are able to realize their full potential and contribute meaningfully to
building a cohesive nation

OUTCOME
All Filipinos are able to realize their full potential and contribute meaningfully to
building a cohesive nation

INTERMEDIATE OUTCOMES

Learners are well-rounded, happy and smart.

Learners are in school and Learners access programs Learners actively Learners complete
learning centers. responsive to their needs participate in a learner- education and attain
and consistent with their friendly environment. learning standards.
interests and aptitudes.

Education leaders and
managers practice participative
and inclusive management
processes.
ENABLING ENVIRONMENT
Investments in Basic People, internal systems, and Key stakeholders
Education provides processes serve learners actively collaborate to
learners with ideal better through continuous serve learners better.
learning environment. improvement efforts.
Maraming Salamat po!

Mabuhay!